Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

None

Course Description

In this course you will develop the performance outcomes, skills and knowledge required to research history and theory for application to artistic practice.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CUARES403 Research history and theory to inform own arts practice

Element:

1. Research history and theory

Performance Criteria:

1.1 Discuss research ideas with appropriate people and identify implications for own arts practice
1.2 Identify and investigate new and alternative information sources for relevance to own arts practice
1.3 Use formal and informal research techniques to access information
1.4 Organise research materials and findings for current and future use

Element:

2. Link research to own arts practice

Performance Criteria:

2.1 Evaluate information in context of own arts practice and work of others
2.2 Assess ways in which different aspects of history and theory may be used, adapted and challenged
2.3 Extract key themes, ideas and opinions to assist in clarity of thought
2.4 Develop conclusions from research findings in consultation with appropriate people

Element:

3. Update and maintain knowledge of trends in own arts practice

Performance Criteria:

3.1 Identify and use opportunities to update and expand own knowledge of history and theory

Learning Outcomes

On successful completion of this unit, you will have completed research projects that will contribute to a portfolio of evidence.

Details of Learning Activities

In this course, you learn through:

In-class activities:

lectures

teacher directed group activities/projects

class exercises to review discussions/lectures

peer teaching and class presentations

group discussion

class exercises to review discussions/lectures

Out-of-class activities include:

reading articles and excerpts

preparing for presentations

Visual diary exercises

Teaching Schedule

Week

Course content

Task / Assessment due dates

Elements

1

Introduction

Briefs and programme handed out and explained

1.1-4,

2.1-4,

3.1-3

2

Realism 1

1.1-4,

2.1-4,

3.1-3

3

Realism 2

1.1-4,

2.1-4,

3.1-3

4

Realism 3

Task 1 The Written Task to be handed in

1.1-4,

2.1-4,

3.1-3

5

Expression 1

1.1-4,

2.1-4,

3.1-3

6

Expression 2

1.1-4,

2.1-4,

3.1-3

7

Imagination1

1.1-4,

2.1-4,

3.1-3

8

Imagination 2

1.1-4,

2.1-4,

3.1-3

9

Fragmentation and construction1

1.1-4,

2.1-4,

3.1-3

10

Fragmentation and construction 2

1.1-4,

2.1-4,

3.1-3

11

Colour

1.1-4,

2.1-4,

3.1-3

12

Abstracting and Abstraction 1

1.1-4,

2.1-4,

3.1-3

13

Abstracting and Abstraction 2

1.1-4,

2.1-4,

3.1-3

14

Art and Film

1.1-4,

2.1-4,

3.1-3

15

Identity and art

1.1-4,

2.1-4,

3.1-3

16

Presentation

Task 2 Visual Diary/

Task 3 Presentation/

2.1-4,

17

Presentation

Task 2 Visual Diary/

Task 3 Presentation/

2.1-4,

18

Presentation

Task 2 Visual Diary/

Task 3 Presentation/

2.1-4,

19

Presentation

Task 2 Visual Diary/

Task 3 Presentation/

2.1-4,

20

Presentation

Task 2 Visual Diary/

Task 3 Presentation/

2.1-4,

Learning Resources

Prescribed Texts

References

Other Resources

The student is encouraged to use both library and online facilities for research.

Overview of Assessment

Assessment for this course is on going throughout the semester. Your knowledge and understanding of course content is assessed through completion of a body of work that demonstrates concept development, understanding of materials and adhering to the guidelines of working in a studio.

Assessment Tasks

The assessment consists of three tasks. There will be three pieces of assessment for this subject.

The Written task

Work in one’s visual diary

A short presentation to the class

The Written Task

Students have to choose 2 works of art in any medium and write an analysis and discussion of them in terms of subject and artistic form and then to give a critical opinion of them

The Visual Diary

The student is required to choose at least three of the categories in the programme, and to explore them

In their visual diaries, during the semester outside of class. This exploration can include copies of art

works, improvising around and adapting a particular style/ genre/ artistic language used under each of the

chosen categories

or using such works as a point of departure for further exploration. This can be done

in any medium. The aim of this task is for the student to gain an understanding of the categories

In assessing whether a particular adjustment is reasonable consideration should be given to:

· the student’s disability and his/her views

· the effect of the adjustment on the student, including effect on his/her ability to achieve learning outcomes, participate in courses or programs and achieve independence

· the effect of the proposed adjustment on anyone else affected, including the education provider, staff and other students

· the costs and benefits of making the adjustment.

As a result, what constitutes "reasonable" varies on a case-by-case basis and the balance is sometimes difficult to strike. However, it is clear that education providers are not required to lower academic standards or disregard the needs staff or other students. In more complex cases discussion with the disability service will be useful. It may be useful to examine previous judgements in relation to the DDA.

Language Literacy & Numeracy

An RTO needs to fit LLN into the delivery of its training and assessment as it has an important role in:

· redressing any deficiencies in its students’ key LLN skills

· building the generic skills of teamwork, communication and problem solving that are highly valued by employers.

Employability skills

In addition to developing skills and knowledge for a particular job, this program also aims to help you to develop broad work skills, known as Employability Skills. There are eight employability skills.

Employability Skills which feature in the Diploma of Visual Art include:

· Communication

· Teamwork

· Problem solving

· Initiative and enterprise

· Planning and organising

· Self management

· Learning

· Technology

Employability skills are embedded in the units of competency in your program. When you demonstrate that you are competent in your particular job skills and knowledge you are also demonstrating that you have developed relevant employability skills. Further information about the employability skills you will develop in this program is available at: http://www.ntis.gov.au/Default.aspx?/trainingpackage/CUV03/volume/CUV03_1/ chapter/EmpSkillsMandText